• instruction

    SBG Retake Routine

    I’m continuing to tweak my retake routine. I’ve progressed from manic end-of-quarter retake fests and poor retake habits to a smoother process. Receive email request that is 2+ days prior to the requested retake date, including evidence that the student has corrected their mistakes and studied. I did this to have a record of request, give myself more time to create a retake quiz, and avoid the score stagnation or score drops that come from lack of preparation. Mark email with “Retake” label. This also helps with documentation. Create retake quiz and name the file with the suffix “Retake # – [initials of students taking that version].” Example: “Unit 2, Quiz…

  • instruction

    quiet coyote: modification

    Reading Practice Perfect has inspired me to make every minute count in class. Lucky for me, I can also learn tips from my intern’s field advisor. She noticed him using the quiet coyote routine in class and suggested a few improvements to make it work faster. Instead of waiting for the room to quiet down (one student sees the quiet coyote and then quiets down, and other students gradually notice), we will say “hands up, voices off, eyes on me” and have the students do all of those things to acknowledge the quieting down. I like it so far! I have incorporated follow up such as “I have Sally and Jimmy,…

  • instruction

    IB markscheme

    I’ve started giving students more IB exam problems so that they’ll be familiar with the problem format, wording, and content. I recently gave them a sequences and series one as a Do Now after they’d finished the unit. I told them to pretend as if it was a quiz so that they (and I) could see where they would stack up in a real IB problem situation. Similarly, I did not circulate to answer any questions (even clarifying ones), since I wanted to see if students would have any issues interpreting the directions. My intern created a representative set of responses for us to bring to math team meeting, where…